By Tatiana Tijerino | Development & Communication Manager
Elmer has had a difficult life. He lives with his grandmother in a community aptly named La Lucha, which means The Fight or The Struggle. His family and his classmates at school describe him as a conflictive and aggressive child, constantly in and out of some type of fight. One of his biggest difficulties in school has been his inability to keep up, academically, with the other kids. He learns at a slower pace, and it is very hard for him to be on the same page as his classmates, making him a constant target for mockery and bullying from the other kids. His dedicated and understanding teacher, Rubia, kept the mocking and the bullying under control, so Elmer trusted her and felt safe under her supervision. However, when Elmer was 14 years old her teacher was transferred to another school and Elmer once again began to experience the full force of his classmates’ hurtful comments and the indifference of his new teacher regarding the abuse of their peers. Consequently, he began having fits of rage, and then aggression, attempting to defend himself from these negative comments. Finally, he reached a breaking point and dropped out of school, with no intention of coming back.
Couples months passed after Elmer dropped out of school. Then the team of volunteers with the Literacy Connections Program from Un Mundo arrived at his former school with literacy tests. Since it is a small community, they soon learned of Elmer’s case. A volunteer went to Elmer’s house to persuade him to return to school with the guarantee that he would get the help he needs at school. But Elmer was set on never going back to school after his emotionally scarring experience with the other kids.
The Literacy Connections Program started work in La Lucha, and Elmer would watch from a distance. He was curious, just like any other child, wondering what the other kids were up to. His now-badly hurt, evasive, and sullen character kept him from approaching that which he so eagerly wanted to know about. Nevertheless, the mentor in charge, after seeing Elmer come and go without ever getting close, approached him and invited him to participate whenever he felt emotionally ready. In May 2016, during the first meeting of all of the LitClubs (Literacy Clubs), Elmer approached the mentor and asked him if he could join. The mentor saw this overture from Elmer as the perfect opportunity to enthuse him and motivate him toenjoy other clubs and activities within the Literacy Connections Program.
Elmer did not return to school because the new teacher and his classmates had not changed their attitude toward him. The Board of Associated Parents approached the school’s director and superintendent about the ongoing bullying of Elmer and the teacher’s lack of response, resulting in the teacher being replaced by a new teacher and Elmer’s return to school. Elmer continued in supplemental learning programs through the litclubs, which have helped him feel more confident in his ability to learn and to keep up with the rest of his classmates. His classmates have learned to support him instead of bringing him down, thanks to the efforts of everyone who made his return possible. He has not overcome his learning disability, but he now has a space where he feels safe and protected and where he can focus solely on his learning.
By Denis Espinal | Executive Director
By Amanda Blewitt | Executive Director
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